Slide 1

Theories of Democratic Teaching (Rudolf Dreikurs)Presented by, Hiew Wei MengRoghini Paramasivam Tuan Nurul Atikah Tuan Idzawi

Lecturers Name: Mdm. Nur Adeela Othman

DEFINITION/DESCRIPTION OF THE THEORY

Definition / Description of the TheoryKey theory : students should be given the freedom to do things that they want rather than to be forced in doing things they do not like.Teacher and students work together to make decisions about how the class will function.A good teacher-students relationship generate good discipline among the students.

Definition / Description of the Theory4 key concepts : Based on Manning & Butcher, 2007:Democratic Teaching :Teachers use democratic procedures to develop a spirit of trust & cooperation among the students. When there is trust and cooperation among the students, then it will be easier for the teacher to control the classroom.Encouragement: Encouragement should be used in the classroom rather than praising the students. Encouragement will be given when the students are doing their task during the lesson. For example: Nice try, I can see that you are working hard.On the other hand, praises will only be given once the task is done. For example : Wow, what a great job you have done!

Definition / Description of the TheoryMistaken Goals: Students misbehave to achieve one of four purposes:attention getting They want the teachers attention when the teacher is teaching in the class. For example: Ali is disturbing his friend who sits beside him during the lesson.power seekingSome of the students feel they are powerful enough in the classroom to disobey the teachers instruction and order. revenge Teachers have punished the student for a minor mistake. Consequently, the student hates the teacher.feelings of inadequacyStudents who do not have good learning skills in learning the language leads them to misbehave in the classroom.

Definition / Description of the TheoryLogical Consequences:Establishing classroom rules & implement logical consequences should be used rather than punishments for broken rules & misbehaviour.Teachers use logical consequences to counsel the students when they have done wrongly. For example: If Mary does not finish her task in the classroom, then shell have to bring it home as homework.Punishment can only be used when all logical consequences have been exhausted.

Definition / Description of the Theory3 types of teachers:Autocratic teachers : Harsh bossThe teachers are strict and do not listen to any explanation from the students. This will lead to students misbehaving in the classroom.Permissive teachers : Uninvolved and no expectationsThe teachers do not care about what is going on with their students in the classroom.Democratic teachers : Support internal motivation and responsibilityThe teachers motivate the students and teach them about the importance of responsibility in life.

THE APPROACHES/STRATEGIES THE THEORY OFFERS

Strategies of the TheoryTeachers should provide lessons with social interest in mind.Teacher provides a lesson in which will make the students interested in communicating with the teacher through Questions and Answers.

Teachers should provide the students a good environment which leads them to have the sense of belongings feelings.Teachers include all of the students when it comes to group activities so that they will not feel they are being left out.

Teachers and students should come up with a set of classroom rules together.There should be mutual respect between teachers and students so that misbehaving in the classroom will not happen.

Strategies of the TheoryTeachers should come out with a lesson plan where the students have the freedom to choose in carrying out activities of the lesson.Students will have the chance to choose the activity that they like in a lesson plan which has variety of group activities.Avoid power struggles.Teachers should not be hit back at students when they are trying to misbehave in the classroom. Teachers can give them the chance to give instruction or direct their friends in the activities during lesson. Encourage students who display inadequacy.Teachers should encourage them as a intrinsic motivation for them to keep learning.Encouragement should be used rather than praises.Provide students with logical consequences and avoid punishment.

THE STRENGTHS AND WEAKNESSES OF THE THEORY

STRENGTHSFacilitates the teachers in identifying the cause for pupils misbehaviour.This theory aids teachers in understanding the goals students are trying to achieve by their actions.Positive way of promoting communication and respect between teacher and students.

Promotes autonomy by allowing students to take responsibility for their actions and choices.Helps students make the connection between their behaviour and the consequences of their behaviour.

This theory was developed by representing a shift from a behavioural focus on discipline to a more humanistic approach based on the concept that the motivation and goals of student behaviour must be considered in the development of discipline plan.

Dreikurs rejected the use of punishment.Punishment can promote revenge and cause pupils to feel that they can retaliate (Dreikurs & Cassel , 1972) Students associate the punishment not with their own actions but with those of their punisher (Queen, Blackwelder, & Mallen, 1997)Nelson (1987) agrees that too often punishment creates what she calls the four Rs of punishment: resentment, revenge, rebellion, and retreat.

Punishment should be replaced with logical consequences.Logical consequences teach children to understand, anticipate, and make decisions based on the consequences of their actions in the real world (Nelsen, Lynn & Gleen, 2000).Helps students change their mistaken goals and assumptions for some that are more useful.

Democratic teacher and classroom support effective learningDreikurs suggested the importance of belongingness in the classroom.This model emphasises on the importance of giving encouragement rather than praises. E.g: Praise: Ali, you are very clever. You got the highest mark in the English examination.Encouragement: Ali, teacher realised that you did well in your English examination this time around compared to the previous ones.

WEAKNESSESLogical consequences are not always readily apparent or easily devised.According to (Morris, 1996), first year-teachers may have a difficult time identifying and understanding students motives for misbehaviour, because children often send false or mixed signals.

It is impossible for even veteran teacher to determine the goal of each childs behaviour (Queen, Blackwelder, & Mallen, 1997).Even after teachers have established the motives for misbehaviour, it may still be difficult to know how to respond to inappropriate behaviour.Logical consequences may be difficult to difficult to apply in challenging on the spot issues.

Kohn (1996) states that it is difficult to differentiate between punishment and logical consequences.There is question whether is there a real difference between Dreikurs model and other models (Canter model, Kounin Model) that promote punishment for misbehaviour.

While negotiating the curriculum and allowing students to have input into school governance is a worthy goal it is often difficult to achieve this in practice. Teacher responsibility includes adequate supervision and the safety of students at all times, how successfully the students achieve and the curriculum taught. Students may have some input in some areas but there are other areas that are exclusive rights of the teacher (Edwards & Watts, 2008)

PRACTICALITY OF THE THEORY IN THE LOCAL ESL CLASSROOM

Practicality of theory in local ESL classroomThis theory is practical to be used in the ESL classroom in Malaysia.The key aspect to this theory is that a student should be given choices to rectify his misbehavior, and not be forced to behave as directed. This coincides with the needs of the current students in Malaysia.

Dreikurs believed that inappropriate behaviour of the students are caused by series of mistaken goals:To gain attention eg: talking to other students, making noise when the teacher is in front of the class.

To gain power Eg: refuse to do the homework, do not obey the teacher

To seek revengeEg: stealing, vandalism, fighting with other students

-Displaying inadequacyEg: isolates themselves from the group work, class activities, refuse to participate

Since the misbehavior suggested by Dreikurs still exist in todays ESL classroom, therefore, it is practical to use some of the strategies mentioned in the classroom.In fact,it has been clearly stated that the theory can have tremendous power in helping the students to achieve accountability for their choices( Nelsen, Lott & Glenn 2000).

The logical consequences is practical to be used in the local ESL classroom as the students nowadays are more rebellious compare to those days. The students cannot be forced to do things that they do not like or not within their interest.If not handle correctly, the students misbehavior might become worse.

The logical consequences teaches the students to make right of what they have done wrong. Canter Model- students acceptance for the consequences that they have to face if they have done wrong.For instance, if a student does not complete her work during class, she is required to do it for homework. If the theory is practiced in the classroom, the student would know in advance the consequences of her misbehavior.

In the technique, the students are suggested to take part in deciding what consequences should be given when misbehavior occur. This gives them a sense of understanding for the reasons behind rules and consequences.For example: A student did not finish his homework . As a result, he is assigned to write an essay. The student has to agree to the consequences as he involved in deriving it.

This theory develops a sense of autonomy and accountability in the students. Since many activities in ESL classroom require students to work and think independently, hence building students with a higher degree of autonomy and responsibility would lead to an effective learning.

Another strategy that Dreikurs mentioned was democratic teaching technique.This technique is also suitable to be used in the ESL classroom as it involved both the teacher and student in the decision making process. In todays class, the students have their own way of thinking. The teacher needs to relate and understand the motives and goals of the students to minimize misbehavior in the classroom.

If the students opinion and idea are considered in creating the rules in the classroom, it would help the students to gain a sense of belonging in the classroom.This corresponds with Dreikurs believe that the students and teachers should collaborate in order to create effective teaching and learning environment.

ReferencesCharles, C. M. (2008). Building Classroom Discipline Tenth Edition. Boston: Allyn and Bacon

Everston, C. , Emmer, T. E, Worsham, M. (200)). Classroom Management for Elementary Teachers (6th ed.). United States of America: Pearson Education Ltd.

Goh, S. C. (2005). Classroom Management: Creating Positive Learning Environments (2nd ed.). Singapore: Pearson Education Ltd.

Hardin, C. J. (2008). Effective Classroom Management: Models And Strategies for todays Classroom (2nd ed.) (pp. 81-97). New Jersey: Pearson Education Ltd.

Landau, B. M. (2004). The Art of Classroom Management: Building Equitable Learning Communities(2nd ed.). New Jersey: Pearson Education Ltd.

Myint S. K., Quek, C. L, Angela, F. L., Lourdusamy. (2005). Classroom Management: Facilitating Teaching and Learning. Singapore: Pearson Education Ltd.

-. Example Extract of Dreikurs. Retrieve on 29th January 2013 http://www.calstatela.edu/faculty/jshindl/cm/Dreikurs%20abstract.htm

-. Theories in Classroom Management. Retrieve on 29th January 2013 http://smgaza.iweb.bsu.edu/portfolio/resources/Classroom-Mgmt-Chart.pdf